CHAPTER 5: ANALYSIS AND PRESENTATION OF DATA FROM
5.2 QUALITATIVE FINDINGS FROM SCHOOLS’ PRINCIPALS
5.2.8 Schools provide in-service training of digital technology to teachers?
This theme originated from the question, “does teacher receive adequate training and support on digital classroom technology?” Out of four selected schools only one school principal revealed that the school provide in-service training of digital technology to teachers in her school, while the other three principals revealed that there was no in-service training of digital classroom technology to teachers in our schools because we do not have computers.
The principal of School A indicated that:
In our school we have CoLab co-coordinator who works together with the University of Limpopo CoLab to assist all teachers with the use of technology. The school
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provides in-service training of digital technology to teachers with the help of the CoLab coordinator.
The principal of School B said that:
There was no in-service training of digital classroom technology to teachers in our schools because we do not have computers from the Department of Basic Education and from the University of Limpopo CoLab.
The study is in line with (Baylor & Ritchie, 2002) stated that “ICT training has an imperative influence on how well teachers embrace technology in the classroom.”
This study supports the study conducted by (Lai & Pratt, 2004) who stressed that teachers need support in respect of classroom technology to able them to integrate technology into teaching and learning.
The findings of the current study are in line with (Johnson et al.,2016) who revealed that “if teachers are not provided with effective professional development on new technologies, they will not be capable of using it to its full potential.”
Moreover, this study highlighted the support barriers to technology integration into teaching and learning, including “inadequate technical administrative/peer support teacher’s acquisition of required computer and digital skills are very important in the
21st century teaching and learning” (Johnson et al., 2016).
The research finding of the current study supports the study conducted by (Mathevula, 2019) indicated that “the impact of DCT training in schools benefit teachers and principals in learning and teaching.”
One principal of the selected schools indicated that “the Limpopo CoLab frequently visited her school where members of the CoLab team helped teachers who had problems with using classroom technology.” In the remaining three secondary schools, no training of DCTs was offered to teachers and Limpopo CoLab never visited the schools.
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In summary, this section offered a presentation and analysis of data from the one-to one interviews conducted with the school principals of the four case schools. Ten themes emerged from ten questions raised during the interviews. These themes were:
classroom technologies available in schools;
level of classroom technology usage by teachers;
teachers changed from traditional teaching strategies to digital strategies,
teacher’s perceived level of usefulness of using digital classroom technologies;
digital classroom technology influences effective teaching and learners learning;
transiting from teacher centred pedagogy to learner centred pedagogy;
digital classroom technology promotes learner pedagogy and collaborative learning;
and,
schools provide in-service training for teachers on DCT.
5.3 QUALITATIVE FINDINGS FROM HEAD OF DEPARTMENTS (HoDs)
In this section, the researcher presents findings of data collected from the interview with the heads of department (HoDs). HoDs play an important role in managing teaching, learning and assessment in a school, and they work together with the principal for the effective running of the school. Their experiences, perceptions and reflections on DCT in schools were found to be crucial in teaching and learning. Moreover, HoDs are responsible for monitoring the use of DCTs available in the school. Tondeur, Braak & Valcke (2006) noted that, by engaging the HoDs in the integration of DCT, gives them an opportunity to reflect on their engagement with teaching, learning and educational use of CT in schools. Dawson
& Rakes (2003) argued that the HoDs form part of school leadership and the school’s instructional leadership, in particular; therefore, they have the responsibility to ensure improved learner outcomes from the use of classroom technologies available. HoDs are a crucial component of SMTs because they work hand in hand with the teachers. Nine
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themes emanated from data generated by interviews with HoDs interviews, captured in the table below.
Table 5.2: Themes and sub-themes emanating from HoDs’ interviews
Research question Theme Subthemes
1 Do teachers’ have access to classroom technology and connectivity?
Teachers’ access to classroom technology and connectivity.
The HoDs of all selected
secondary schools confirmed that not all of
the teachers have access to classroom technology and connectivity because they are inadequate technologies in schools.
2 Do teachers have experience with the use of computers?
Teachers’ experience with the use of digital computers.
The HoDs believe that not all teachers in their schools have experience with the use of computers.
3 What is the level of proficiency in relation to computer technology?
Teachers level of digital and computer literacy.
HoDs noted that not all teachers in their school have low level of proficiency
in relation to computer technology.
4 Does your school have a policy on computer education?
Schools’ policy on computer education.
HoDs confirmed that their schools did not have a
policy governing computer.
education
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5 Does your school have a budget for computer equipment?
Schools’ budget for computer equipment’s and applications.
HoDs highlighted that all their schools have a budget for computer equipment.
6 Teachers possess
competencies required to influence digital teaching and student learning
Teachers possess competencies required to
influence digital teaching and student learning.
The HoDs confirmed that not all teachers in their schools possess the competencies required to
influence student learning.
7 Is there management of computers in schools?
Management of computers in schools.
HoDs indicated that there was no management of computers because everyone needed to use a computer and there were simply not enough computers to meet this demand.
8 How many teachers are trained with the use of computers in schools?
Number of teachers trained with the use of computers your schools.
HoDs indicated that there were no teachers trained with the use of computers in their schools.
9 Who offered teachers digital
training?
Teachers digital training
HoDs of school B, C and D confirmed that no teachers in their schools received digital training while the HoDs of school A had received digital training.
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Table 5.2 displays themes and sub-themes that emanates from HoDs’ interviews. A detailed discussion of each of the themes follows below:
Teachers’ access to classroom technology and connectivity; teachers’ levels of use of digital classroom technology; teachers level of digital and computer literacy; School policy on computer education; school has any budget for computer equipment and applications;
teachers possess the competencies required to influence digital teaching and student learning; management of computers in schools and number of teachers trained with the use of computers in the schools. A detailed discussion of each of the themes follows in sections 5.3.1 to 5.3.9 below:
5.3.1 Teachers’ access to digital classroom technology and connectivity
This theme emanated from the question, “do teachers’ have access to digital classroom technology and connectivity?” The HoDs of all selected secondary schools confirmed that not all of the teachers have access to classroom technology and connectivity because they are inadequate technologies. The HoDs in four selected schools revealed that Technology in schools is used for administration and management purposes.
The HoD of school D pointed out that:
Teachers in our school do not have access to digital classroom technology because they have to share digital classroom technology and some of them end up not using computers.
The current study is in line with the study conducted by Valadez and Duran (2007) who stated that “the use of digital classroom technology expands access to teaching and learning by including the amount connectivity teachers connects online using internet in school and at home.”
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The current study supports the study of (Evoh, 2007) who argued “that deployment of digital classroom technology in schools could bring about access to DCT in both rural and urban areas.” The current study is in line with the findings of (UNESCO, 2014) which revealed
“that access to classroom technology can help individuals to compete in a global economy by establishing a skilled workforce and by facilitating social mobility.”
The current study supports the study conducted by (Bourne, 2017), who revealed that
“teachers who have access to DCT should be at a high level of adopting technology through the constant professional development to acquire the necessary DCT skills and knowledge to reach these advanced levels of competence.”
The HoDs of selected Capricorn secondary schools indicated “that teachers do not have access to classroom technology because of the inadequate technology available and that they have to queue for computers when preparing for teaching and learning.” The research finding shows that all case schools have insufficient technology in their schools and the technology available does not cater for teachers, together with their learners. The HoD in school A said that:
In our school technology is available but it is insufficient and does not cater all teachers and learner.
The HoDs of schools B indicated that:
In our school we had the same problem of inadequate computers, and teachers had to queue in order to access a computer.
The HoD of School C indicated that:
The non-availability of computers in our school made teachers not deliver teaching content effectively and this make their work very difficult.
The current study is in line with the study of (Russel, Bebell, O’Dwyer & Duffany, 2003) who stressed that “access to computer-based technology in schools and classrooms increases preparation of teachers with the use technology for instructional purposes.”
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The current study supports the study of (Isik & Buran, 2012) who stated that access to DCT play a great role in education and in teaching and learning through the use of the internet to find more information.
The findings of this study are in line with the findings of the study conducted by (Noor-Ul- Amin, 2013) who indicated that “access to DCT foster better learning and teaching which improve academic achievement of learners.”
The findings of the current study were supported by the study of (Timperley, Wilson, Barrar
& Fung, 2018) who stressed that “access to DCT encourages active learning, knowledge construction, allow remote communication and support the sharing of data between learners and teachers.” All HoDs from the selected secondary schools agreed that there is an inadequacy of DCTs in their schools. They all need sufficient computers to cater for all teachers and learners in their school in order to harness the opportunities provided by access to technology that make teaching more meaningful, interesting and rewarding.
5.3.2 Teachers’ experience with the use of digital classroom technology
This theme originated from the question, “do teachers have experience with the use of computers?” The HoDs from all four selected secondary schools highlighted the fact that not all teachers in their schools have experience with the use of computers. The HoD school of School B indicated that:
Teachers in our school not all teachers have experience with the use of computers but because of inadequate technology they don’t use their skills.
The HoD of school of School C highlighted that:
Some teachers in our school have experience with the use of computers but because of inadequate technology they don’t use it in teaching and learning.
This study is in line with the study of (Hanks, 2002) who stated that “teachers who are exposed to computer experiences are more likely to learn new and necessary skills quicker than those who had no prior experience.”
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This current study supports the study conducted by Woodbridge (2004) who argued “that teachers need to understand technology and the use of computers more completely in order to use technology in teaching and learning.”
The finding of this study was supported by (Ndlovu & Lawrence, 2015) who stressed that
“the experience of teachers in using technology allows the transmission of subject content.”
Furthermore, all HoDs from the four selected secondary schools agreed that majority of teachers in their schools did not have experience with the use of DCTs.
5.3.3 Teachers level of digital and computer literacy
This theme originated from the question, what is the level of proficiency in relation to computer technology?” The HoDs in four selected secondary schools noted that “not all teachers in their school have low level of proficiency in relation to computer technology.”
The HoD from School B said that:
Not all teachers in our school are computer literate; some teachers are not using computers because there are insufficient computers in the school but because they are computer illiterate.
The current study is in line with the study conducted by (Regina, 1999) who stressed that
“the level of proficiency in relation to computer technology involves not only knowledge and values of classroom technology; it required teachers to feel confident but to also have a positive attitude towards a teacher’s ability to apply the theory concepts in the classroom.”
The current study supports the study of (Bayhan, Olgun & Yelland, 2002) who argued that
“teachers’ low level of confidence and lack of professional technology training contribute to teachers not using computers in teaching and learning.”
The finding of this study is in line with the study of (Russell, Bebell, O'Dwyer & O'Connor 2003) who stressed that “although new teachers shows higher levels of comfort with
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technology and use it more for preparation, more experienced teachers use technology more often in the classroom when teaching.”
The findings of this study are in line with the study of (Guerriero, 2011) who indicated that
“all teachers have to be at higher levels of comfort with technology and use, better decision making, better perception of classroom events, greater sensitivity to context in order to integrate technology, teaching methods and teaching content for effective teaching and learning to take place.” Teachers need to have knowledge of how to use classroom technology to achieve success.
All four HoDs from the selected secondary schools indicated that the majority of teachers in their schools had higher levels of comfort with the use technology while some the teachers do not have skills of using computers.
5.3.4 School policy on computer education
This theme emanated from the question, “does your school have a policy on computer education?” All HoDs from the four selected secondary schools confirmed that their school did not have a policy governing computer education. The HoD in School A noted that:
We do not have a well-structured procedure to follow and guide us on how to implement e-education policy in our school and we are willing to seek information to have e-education policy because we have computers.
The HoD of School D confirmed that:
We don’t have policy on computer education in our school.
The current study is in line with the study conducted by (Adu, 2013) who stressed that “the school principals should have a proper ICT school policy in order to achieve the integration of ICT and technological solution in schools.”
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The current study supports (Tondeur et al., 2006) who argued “that teachers in schools with an ICT policy shared goals on how to use ICT more regularly in teaching and learning.
The findings of the current study are in line with the study of (Vandeyar, 2015) who stressed that “schools were informed by the national department of education about e- Education policy and did not introduce how the policy should be implemented into teaching and learning.”
The current study supports the findings of the study conducted by (Mooketsi & Chigona, 2016) who revealed that “it is important for teachers to appreciate the changes that might have affected the implementation of e-Education policy outcome and appreciate the changes brought about by the implementation by e- Education policy in schools.”
The research findings revealed that “all four HoDs from the selected secondary schools indicated that there was no policy on computer education in their schools. All four secondary schools did not implement an e-education policy.”
5.3.5 School has any budget for computer equipment
This theme emerged from the question, “does your school have a budget for computer equipment?” Schools A, C and D did have a budget for computer equipment.
The HoD of school A said that:
Our school has a budget for cartridges and maintenance of computers for in case they need to be repaired.
School B’s HoD confirmed that this school did not have a budget for computer equipment.
In our school we have a budget for computer equipment’s because we don’t have sufficient technology.
The finding of the current study is in line with the finding in the study of Keludis and Stine (2001), who stressed that “educational institutions in South Africa should develop a process
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for controlling costs rather than seeking to control expenses, which means a shift from managing expenditures to managing costs.”
The current study supports the study conducted by (Rusten & Hudson, 2002) who stated that “the budget of the school should cover the maintenance, upgrading and purchasing of new software to enhance the use of computers in schools.” The findings of the current study are in line with the study of (Akinsola, Herselman & Jacobs, 2005) argued that, in disadvantaged communities, schools need more than ICT equipment donations or funding, there is the need to pay attention to the computer centres’ sustainability.
The findings of the current support the study of (Bialobrzeska & Cohen, 2005) who argued that schools should ensure that there is security before they buy any technology equipment’s. There is high rate of crime in South Africa and the security of computers in schools should be given first priority.
All the HoDs from the selected schools agreed that there was a budget for computer equipment which was money obtained from fundraising. All selected secondary schools buy consumables, namely: toners, cartridges and A4 paper.
5.3.6 Teachers possess the competencies required to influence digital teaching and student learning
This theme emanated from the question, “teachers possess competencies required to influence digital teaching and student learning?” The HoDs from all four selected secondary schools confirmed that not all teachers in their schools possess the competencies required to influence student learning.
The HoD from School C indicated that:
Not all teachers in our school possess competencies required to influence student learning.
The HoD from School D indicated that:
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Not all teachers in our school possess the competencies required to adopt digital teaching and student learning.
The current study is in line with a study conducted by (McGarr & McDonagh, 2019) who stressed that “teachers should possess digital competence as a unitary skill or a multitude of competencies.”
The current study supports the study by (Fallon, 2020) who stated that “teachers’ digital competency should focus on collaborative participation that leads to professional benefit for the individual and the online community as a whole.”
The findings of current study are in line with the study conducted by (Ghavifekr & Rosdy, 2015) who revealed that “the integration of ICT in classroom needs serious teacher’s consideration to increase the competency of the country’s education system.”
The findings of current study support the study by (Mirete, 2020) who revealed that teachers should possess the competencies to influence digital teaching and student learning and their teaching approaches should also change and in the have a direct impact on the quality of the teaching offered.
The HoDs from the four selected secondary schools highlighted that teachers do not possess the competencies required to adopt digital teaching and student learning.
Teachers need to acquire a high level of digital skills in order to be able to implement lessons with significant use of technology.
5.3.7 Management of computers in schools
This theme originated from the question, “is there management of computers in schools?”
In all selected secondary schools, there was no management of computers because everyone needed to use a computer and there were simply not enough computers to meet this demand. The HoD from School A noted that: